Vine to Value

Curriculum Area

Learning Area: Social Sciences – Business Studies
Level: NCEA Level 2 (equivalent to Year 12)
Achievement Standard Context: This lesson connects to the learning goals outlined in AS 90846 – “Conduct Market Research for a New or Existing Product,” and AS 90848 – “Carry out, review and refine a business activity within a community context with guidance.”
It also reflects wider curriculum capabilities in Thinking, Relating to Others, and Participating and Contributing.

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Lesson Focus

This is a 30-minute in-class experience for a group of 10 Year 12 students. The session is designed to spark entrepreneurial thinking through the lens of growing grapevines in New Zealand — an industry that merges agriculture, science, economics and future-focused sustainability goals.

The lesson uses the grape growing industry to scaffold understanding of:

• How a primary product (grapes) can be developed into a business
• Researching local market conditions
• Aligning with sustainability and Te Taiao principles
• Linking to career and enterprise pathways

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Lesson Objectives

By the end of the lesson, students will:

1. Understand the basic market and business concepts involved in growing grapevines commercially in Aotearoa.
2. Explore regional strengths and environmental factors that influence grape production in New Zealand.
3. Collaboratively develop a creative business angle or niche targeting local or export markets.
4. Reflect on how values (whanaungatanga, kaitiakitanga, innovation) shape business decision-making.

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Materials Required

• Whiteboard/markers
• Set of role cards (included below)
• Printouts: Map of NZ wine-growing regions (Hawke’s Bay, Marlborough, Central Otago, etc.)
• Grape juice as a short experiential tasting (optional, for sensory engagement)
• A4 Whakatauki cards (inspired by kaiako practice in pilot schools)
• Projector (if available) for photographs of NZ vineyards and brand packaging

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Preparation

Use the Learning Matrix for Business to draw on the Big Idea:

“Business activity affects and is affected by the community, environment and people it serves.”

Group students into pairs or trios depending on dynamic, allowing them to follow a simulated entrepreneurial task.

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Lesson Breakdown (30 mins)

🔹 1. Karakia & Connection – Whanaungatanga (3 mins)

• Begin with a short welcome or karakia.
• Icebreaker: “If you were a fruit, what would you be and why?”
• Tie this to personal identity and product branding.

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🔹 2. Scene Setting – Grape Expectations (5 mins)

• Use photos to immerse students in NZ’s viticulture scene.
• Facilitate brief discussion: Where in NZ would you grow grapes and why? (Introduce regional climate specifics: Marlborough = Sauvignon Blanc, Central Otago = Pinot Noir.)

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🔹 3. Te Taiao and Industry Wisdom (3 mins)

• Present whakatauki:
  “He aha te mea nui o te ao? He tāngata, he tāngata, he tāngata.”
• Ask: How might this idea affect the way we run a grape business?
• Link to values-driven enterprises and sustainability (eg. organic vineyards, soil conservation, employment for local community).

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🔹 4. Business Scenario Challenge – “You’re the Grower” (12 mins)

Task Brief:
Students form pairs. Each pair is assigned a region and a role.
They must:

• Choose a grape variety suited to their region
• Define a target market (eg. local organic community, export to Asia, family-friendly non-alcoholic product, etc.)
• Come up with a product or service concept: for example, vineyard tour packages, unique packaging, limited editions, collabs with iwi, etc.
• Present a one-sentence “elevator pitch” to the rest of the class

Roles Examples (one per student in each pair):

• Business Owner
• Māori Advisor
• Sustainability Lead
• Marketing Manager

Give students 2 minutes to quickly research and 10 minutes to create/pitch.

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🔹 5. Lightning Pitches & Feedback (5 mins)

• Each pair presents their concept in 30–45 seconds
• Rest of the class gives constructive feedback using the format:
  • One strength
  • One question

Teacher prompts can include:

• Would this business fit well in a real NZ region?
• What makes it uniquely Aotearoa?

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🔹 6. Wrap-up & Reflection (2 mins)

• Reflect on:

  “What did you learn that surprised or inspired you about doing business in New Zealand?”

• Quick hands-up poll:
  • “Would you try a real business like this someday?”
  • “Would you want to grow grapes in your region?”

Remind them that business – especially when grounded in kaupapa Māori and local flavour – is about people, place and possibility.

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Extension Options:

• Students could develop their concept further into a business plan using Achievement Standard AS 90848.
• Offer to connect with a local vineyard for a field trip or virtual talk.
• Begin a business simulation project over several weeks, e.g., branding a sustainable grape-based drink, providing jobs to local rangatahi.

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Assessment Opportunities

This session feeds into formative assessment for:

• Entrepreneurial thinking
• Market knowledge
• Communication and teamwork competency
• Ngā Uara (values-based) business insights

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Mātauranga Māori Enrichment

Encourage ākonga to integrate iwi knowledge or historical land use practices related to cultivation. This aligns with NCEA’s emphasis on localised curriculum and kaupapa Māori contexts. Whakataukī and mātauranga content should be continued across other units to embed deeper learning.

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Teacher Tips

• Guide without giving linear answers
• Allow creativity to shine – there’s no “right” product
• Amplify diverse student strengths (artistic, analytical, interpersonal)

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Ka Mua, Ka Muri

Grapevine production is about more than fruit – it’s a metaphor for nurturing long-term vision, sustainability, and collaboration. Just as a vine grows with patience and care, so too do entrepreneurial minds flourish with cross-disciplinary, culturally grounded learning.